Zobrazeno 1 - 10
of 44
pro vyhledávání: '"Autonomy-supportive teaching"'
Autor:
Tanja Černe
Publikováno v:
Revija za Elementarno Izobraževanje, Vol 15, Iss 4, Pp 475-492 (2022)
Self-determination theory assumes that the motivational teaching style significantly influences the motivational orientation of students, as well as their memorization, automation of learning skills and educational achievements. The research included
Externí odkaz:
https://doaj.org/article/b7ad0e8f3e2048f681af95ee87845bd3
Publikováno v:
Journal of Modern Research in English Language Studies, Vol 9, Iss 4, Pp 25-49 (2022)
The current study investigated whether autonomy-supportive teaching (AST) could predict EFL learners’ willingness to communicate (WTC), self-regulation (SR), academic engagement (AE), and perceived locus of control (LOC). To this end, 120 intermedi
Externí odkaz:
https://doaj.org/article/ff70651bef2f4c10adeada55271ddca8
Publikováno v:
Journal of Baltic Science Education. 20(6):942-955
Externí odkaz:
https://www.ceeol.com/search/article-detail?id=999196
Autor:
Aslihan Bagci
Publikováno v:
Journal of Language and Education, Vol 7, Iss 1, Pp 46-63 (2021)
The present study aimed to explore autonomy orientations of English language teachers' work at an intensive language school in Turkey. The autonomy orientations of the teachers were analysed through self-determination theory. The study also investiga
Externí odkaz:
https://doaj.org/article/08002aab594a48fb8ac06d5ef5ea37c6
Autor:
Adam Neufeld
Publikováno v:
MedEdPublish, Vol 10, Iss 1 (2021)
Introduction: Promoting intrinsic motivation in medical learners is key for maximizing their engagement, performance, and well-being. Accordingly, methods of teaching and giving feedback focused on enhancing intrinsic motivation (i.e. autonomy-suppor
Externí odkaz:
https://doaj.org/article/84fc12d670a5469ea4d04ae2b7b16b3d
Autor:
Moti Benita, Lennia Matos
Publikováno v:
Frontiers in Psychology, Vol 11 (2021)
Two linked studies explored whether students’ perceptions differentiate between teachers’ autonomy support and control when presenting mastery goals, and the outcomes of these two practices, in terms of students’ internalization of mastery goal
Externí odkaz:
https://doaj.org/article/2ed0e8d78a6d48ba8d13b2c36e99d9be
Akademický článek
Tento výsledek nelze pro nepřihlášené uživatele zobrazit.
K zobrazení výsledku je třeba se přihlásit.
K zobrazení výsledku je třeba se přihlásit.
Akademický článek
Tento výsledek nelze pro nepřihlášené uživatele zobrazit.
K zobrazení výsledku je třeba se přihlásit.
K zobrazení výsledku je třeba se přihlásit.
Publikováno v:
京都教育大学紀要. 141:81-91
本研究の目的は、中学校英語授業における教師の自律性支援が生徒のエンゲージメントに及ぼす影響に関して明らかにすることである。本研究の参加者は、中学校1年生から3年生の公立
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=jairo_______::abbabae4cff9bb4153b8d2878d28472b
http://hdl.handle.net/20.500.12176/9765
http://hdl.handle.net/20.500.12176/9765
Autor:
Akay, Vahide Teke
Cataloged from PDF version of article. Thesis (Master's): Bilkent University, M.A. in Curriculum and Instruction, İhsan Doğramacı Bilkent University, 2023. Includes bibliographical references (leaves 74-85). The present experimental study tested w
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od______3533::d3dcd641f226bae9828c4146fb022551
https://hdl.handle.net/11693/112348
https://hdl.handle.net/11693/112348
